Enhance Literacy Skills Research Articles

Executing the School Literacy Movement Program within Islamic-Based Excellence Schools

This qualitative study investigates the habituation phase of literacy movement programs in Indonesian elementary schools, particularly focusing on Islamic-based approaches. Through literature review of 10 relevant references from 2017 to 2020, the efficacy of pre-reading reflections in improving morning literacy skills is analyzed. The findings underscore the potential of this approach for broader implementation, emphasizing its significance in diverse educational settings, especially those with Islamic orientations. Highlights : Islamic-based approach: Analyzing the effectiveness of Islamic-oriented strategies in enhancing literacy skills among elementary school students. Pre-reading reflections: Investigating the impact of 10 pre-reading reflections on morning literacy skills during the habituation phase. Diverse educational settings: Highlighting the potential for broader implementation of tailored literacy programs, especially in schools with Islamic curriculums. Keywords: literacy movement, elementary schools, Islamic curriculum, habituation phase, qualitative research

Scientific Writing Training as an Effort to Improve Literacy

literacy rate, evidenced by the minimal number of written works produced by its residents. To address this issue, particularly among educators and students, we proposed a community service program aimed at enhancing literacy skills in scientific writing. This program was designed to provide socialization and assistance in writing for students and educators in one of the schools in Bangkalan Regency. The objective of this community service program is to improve the scientific writing skills of educators and students. The implementation process begins with socialization sessions covering the necessary preparations for writing scientific works, essential elements of scientific writing, and the use of Mendeley. These socialization sessions were conducted three times, followed by a mentoring process where our team assisted participants until they produced scientific papers ready for publication. The community service program concluded with participants completing a questionnaire to evaluate their responses to the program. As a result of these activities, ten written works were produced, ready for publication in journals or print media. Questionnaire results indicate that 95% of participants felt motivated to write scientific papers, and 100% responded positively to the community service activities.

Unravelling Catch-Up Fridays: A Look through Novice Teachers’ Perspectives

Given the critical role of reading proficiency in learner success, the Department of Education’s (DepEd) Catch-Up Fridays program holds promise for improving literacy skills. Prioritizing this program at the school level is essential. However, a potential challenge lies in ensuring the preparedness of novice teachers, those new to the profession, to implement such initiatives effectively. This study aimed to understand the experiences of novice teachers in the first month of implementation of Catch-Up Fridays in the 1st District of Ilocos Sur. The participants of the study were five (5) teachers. They were selected based on the inclusion criteria: 1) 0-3 years in the service, 2) a DepEd employee, 3) a resident of Unit II (Bantay, Caoayan, Santa, San Vicente, Sta. Catalina, Sto. Domingo, and San Ildefonso), and 4) must be willing to participate in the study. This study utilized phenomenological research, applying the focus group discussion and semi-structured open-ended questions. Data collection involved verbatim transcription of participant responses. These transcripts were then systematically analyzed using the Moustakas framework. This analysis included listing, categorization, coding, and thematic identification. The findings indicated that novice teachers viewed their experiences of the first month of Catch-Up Fridays as a Symphony of Emotions-Frustrations to Aspirations with two sub-themes emerging, namely having mixed emotions and being optimistic in enhancing literacy skills. All the novice teacher participants went through a stressful, struggling, and confused phase caused by inadequate resources and lack of training. Amidst the challenges they faced during the first month of implementation of Catch-Up Fridays, they were optimistic for a better outcome because there was an improvement in learners’ literacy. Even though novice teachers typically display commendable optimism amid hard times, focused assistance can boost the effective execution of the program. To enhance the effectiveness of school-level Catch-up Fridays, administrators could provide these educators with comprehensive orientation sessions or seminar workshops. However, making available teaching aids will help to reduce anticipated stress, thereby guaranteeing smooth program implementation.

Religious Literacy Reinforcement-Based Tolerance Education: A Didactic Reflection Method on Islamic Religious Education Through Action Research

Efforts to foster an attitude of religious tolerance in students within an educational setting relies on the reinforcement of literacy skills. This emphasis is grounded in the recognition that a genuine appreciation and respect for religious diversity are more likely to thrive within a literate society. Therefore, this research sets out to explore strategies for enhancing literacy skills through the prism of Islamic religious education (PAI, Pendidikan Agama Islam) course with the specific goal of fostering a climate of tolerance. Action Research was adopted as the research design, involving a sequential through three distinct phases: pre-action analysis, action implementation and post-action analysis. This research was conducted in a university in West Java by involving 120 participants, evenly distributed between 60 male and 60 female students. The outcome of this research delineates a structured framework comprising six pivotal stages of learning, in the acronym TADBIR. This framework serves as a strategic blueprint for religious literacy initiatives that employ a profound influence on the cultivation of religious tolerance. The TADBIR framework encompasses the following steps: Teaching the Tolerance Value, Analyzing Tolerance Verses, Discovering Solutions, Behavioring, Influencing and Reflection. The implementation of this TADBIR framework yielded a notable increase in religious tolerance toward a positive direction. This research concludes the pedagogical approach encapsulated in the TADBIR acronym is effective in enhancing religious tolerance among students with effectiveness score of 81.56%. The main contribution of this paper is how to map students' religious tolerance attitudes. Through an action research approach, this research tries to pioneer practical steps that can guide educational practitioners in increasing attitudes of religious tolerance through strengthening religious literacy.

Unveiling The Impact of “Nearpod” Application in Elevating Tenth-Grade Reading Narrative Text Comprehension Mastery

This study is a Quantitative study to examine the efficacy of Nearpod application in elevating the 38 tenth-grade students' reading comprehension mastery under the topic of narrative text at SMAN 1 Bitar. Pre-experimental research using a one-group pretest and post-test design was implemented. To obtain the data, the researchers utilized the test. Before being given to the participants, the validity and reliability of the test were examined. T-tests on paired samples were used to assess the data that was gathered by applying SPSS 25. The findings showed that students' comprehension of narrative texts was much improved by using the Nearpod application. The students' post-test score of 83.05. rose from their pre-test score of 74.13 in narrative text The student's learning results throughout the pre-and post-tests differed notably, according to the matched samples t-test, with a p-value of 0.000, which was less than 0.05, indicating statistical significance. In light of these results, it is advised that English teachers incorporate Nearpod into their teaching, particularly for reading instruction. the findings suggest that Nearpod positively impacts reading instruction. Implications include the potential of Nearpod for enhancing literacy skills and promoting student engagement. Future research could explore its effectiveness across diverse student populations and grade levels, as well as comparative studies to identify best practices in literacy instruction. By addressing these areas, future research can contribute to the advancement of technology-enhanced pedagogy.

Project-Based Learning Integrated with STEAM: A Study on Educational Pop-Up Books for Early Literacy

This study evaluates the effectiveness of integrating Project-Based Learning (PjBL) with Science, Technology, Engineering, Arts, and Mathematics (STEAM) to enhance literacy skills among children aged 5-6. Employing a quasi-experimental design, 30 TK Cornerstone Homestyle Education students were selected and divided into experimental and control groups. The experimental group engaged in PjBL integrated with STEAM, while the control group followed conventional methods. Pre-tests and post-tests were administered to assess literacy skills, focusing on reading habits, symbol recognition, word writing, and constructing written pieces. Data were collected through tests and observation sheets and analyzed using descriptive and inferential statistics via IBM SPSS Statistics version 21. Results showed significant literacy skill improvements in the experimental group compared to the control group, with higher post-test scores and increased engagement. Instrument validity was confirmed through item analysis, and reliability was ensured with a Cronbach's Alpha of 0.74. Observations revealed high implementation quality in both groups, but the experimental group demonstrated a more substantial increase in literacy levels. This study concludes that STEAM-integrated PjBL effectively enhances early literacy, promotes creativity, and engages students actively in learning. The findings imply the need for broader application of this method in early childhood education and suggest further research to explore long-term impacts and applicability across diverse educational contexts. Despite limitations such as sample scope and short-term intervention, this research supports adopting interdisciplinary approaches for improved educational outcomes.

Word-Wall Education Game to Enhance Literacy Skills in Elementary Schools

Literacy is a crucial basic skill in education, helping students understand texts, express thoughts in writing, and gain broader knowledge. This research uses a quantitative method with a pretest-posttest control group design research design on grade 5 students of SD Negeri 132 Malele-Enrekang consisting of a control group (traditional method) and an experimental group (Word Wall Game). The research results show that the Word Wall Game significantly improves students' literacy skills. There was a consistent increase in reading, writing, and literacy understanding in the group that used the Word Wall Game compared to the control group. Teacher response to the Word Wall Game has been generally positive, seeing it as a tool that increases student engagement and creates a fun learning environment. This research concludes that the Word Wall Game has great potential in increasing the literacy of elementary school students. The practical implication is that the Word Wall Game can be used by teachers as an innovative learning tool to increase student literacy at the elementary level, creating more interesting and effective learning.

Innovative Strategies to Promote Literacy Skills in Pakistan

Empowering students with literacy skills so that they can grow and compete in the global workforce can be achieved via a strong and robust educational system. However, in some third world countries including Pakistan, ready access to schools may not be a viable option for some students due to resource constraints or due to cultural or religious limitations. Innovative strategies to enhance literacy skills can have a significant impact in alleviating gaps between those students who are denied educational opportunities vis-à-vis privileged students who receive quality education, and several non-governmental organizations (NGOs) have taken creative steps to provide opportunities for children in remote parts of Pakistan to develop literacy skills and promote a reading culture. This paper will explore the results from a qualitative study on three NGOs and explain how they promote literacy for the most vulnerable populations. 

Empowering Dyslexic Learners: A Design Approach to Tangible Educational Products

This study addresses the challenge of developing effective educational tools for dyslexic learners, who often struggle with traditional learning methods due to their unique cognitive processing needs. The aim of the study is to design and evaluate a tangible educational product that integrates multisensory learning, Universal Design for Learning (UDL) principles, and Cognitive Load Theory to enhance literacy skills in dyslexic children. The methodology involves a mixed-methods approach, including usability testing with at-risk children, followed by a structured intervention study with 20-30 children from an elementary school and the Dyslexia Association of Malaysia. The findings indicate that the designed product significantly improves literacy outcomes by providing a multisensory and accessible learning experience that reduces cognitive load. The study’s implications suggest that such products, when designed with these principles, can be powerful tools in supporting the education of dyslexic learners, offering a model that could be adapted for broader educational contexts.

Practice and barriers of technology integrated pedagogy in teaching EFL young learners: A critical analysis

Young learners' characteristics, which differ from those of young adolescents, adolescents, and adults, encourage EFL instructors to implement technology-based learning strategies with high consideration. If EFL teachers fail to implement the appropriate strategy for teaching English, young students may likely encounter academic difficulties in subsequent years. Teachers of English as a foreign language (EFL) have implemented technology-based learning strategies to improve students' literacy, vocabulary, and critical thinking abilities. There are also implementation obstacles. This article aims to identify the types of digital-based learning strategies implemented by Indonesian EFL teachers for teaching English to young learners, as well as to identify the challenges faced by Indonesian EFL teachers when implementing digital-based learning strategies for young learners.The findings indicated that EFL teachers in Indonesia employed a variety of technological approaches to develop their students' language and critical thinking skills. EFL teachers utilized multimodal e-books to improve reading skills; animated e-books were employed to enhance literacy skills; flipped classroom was utilized to augment vocabulary; and digital folklore was used to foster analytical and critical thinking skills among EFL young learners.

Parental involvement in English as foreign language learners’ education: Challenges and solutions in a post-pandemic era

The role played by English language young learners’ parents in enhancing literacy skills has become central since the outbreak of COVID-19 which imposed the online mode of education. This increase in the magnitude of the parents’ involvement in their children's education has called for the exploration of the new role mandated on the parents to take the lead in their children's learning of English. The current study seeks to investigate the challenges, solutions and recommendations as seen through the lens of 28 parents of elementary school children in the UAE who reflected on their role in improving their children's performance in the English language subject during and after the pandemic. Data was collected using semi-structured interviews that consisted of three main questions on the parents’ challenges, solutions and suggestions regarding their involvement. The study adopted a mixed method approach that incorporated Grounded Theory Approach for the qualitative data, and descriptive statistics for the quantitative data. Findings show that most parents indicated that the most significant challenges they had were their lack of English proficiency and their children's lack of motivation. The strategies that were implemented by the parents were mainly using audio-visual resources and hiring tutors. On the other hand, they suggested that teachers and schools should provide support for the children and the parents. The implications of the study are significant for language educators, policymakers, and parents. For example, the findings of the study show that there should be a division of labour between schools, teachers and parents by having schools provide training for the parents, and effectively communicate with them. Curriculum developers should design content that targets the children's independent learning.

PROJECT ELL (Enhancing Literacy Skills of Learners through Audio – Visual Delivery) and Reading Comprehension Among Grade 5 Pupils

This study focused on the PROJECT ELL (enhancing learners’ literacy skills through audio-visual delivery) and reading comprehension among grade 5 pupils of San Roque Elementary School. Specifically, it aimed to determine the effect of the PROJECT ELL in improving reading comprehension, the pre-and post-test results of the grade 5 learners before and after implementing the intervention, and the intervention’s effect size on reading comprehension. This study utilized 13 participants using a single shoot test utilizing total enumeration, particularly frustrated readers. The researcher used a pre-post-test-only design, wherein the learners were identified through the purpose of the study. From the findings, PROJECT ELL greatly assisted the frustrated leaders in improving their reading comprehension skills, specifically in locating and explaining their answers with pertinent information. To reach the highest possible reading comprehension level among frustrated readers, it is necessary to employ various strategies and techniques.

ECRIMO, an app to train first graders' spelling: Effectiveness and comparison between different designs

The present study assessed the effectiveness of the ECRIMO educational application designed to build first‐grade level spelling skills. We tested whether using the app to teach spelling would be as effective as providing the same training using traditional paper exercises. The effect of integrating gamification into mobile learning apps, which has been little studied in the context of young children, is also investigated. A pretest/training/posttest design was implemented with 311 first‐graders divided in four groups: no training, paper training, the ECRIMO app with gamification features, and the ECRIMO app without gamification. Spelling, reading and phonological awareness abilities was measured at both pretest and posttest. The training was conducted over a 7‐week period (4.40 hours in total). The experimental design allowed us to answer three questions: (1) Is spelling training effective regardless of the medium used? (2) Is training through the app as efficient as paper‐based training? (3) Does gamification impact students' learning performance? Mixed‐model analyses revealed (1) a positive effect on the training outcome depended on the initial spelling ability of participants, (2) a comparable efficiency between autonomous training using the ECRIMO app on tablets and the same training provided by teachers using paper exercises and (3) a marginally positive effect of gamification that is greater for the weakest students. The present study proposes an original and pertinent experimental design to test the relevance of educational applications. The design features of learning apps can impact students' learning differently depending on their initial level. A critical step should be verifying that using online apps for training is at least as effective as the same training using paper exercises. Practitioner notesWhat is already known about this topic A significant number of children experience difficulties in reading and spelling from the first years of learning. The use of new technologies to support classroom teaching is rapidly developing as a topic of interest for educational professionals and researchers. Evaluations of new technologies developed to enhance literacy skills suggest that many factors can vary their effectiveness. The effectiveness of a digital educational application can be enhanced or undermined by design choices, such as gamification. What this paper adds Spelling training with the app ECRIMO seems effective for first year students, especially those with the lowest and middle level. Comparable effects of both the tablet‐based and paper equivalent training on participants' spelling were found. The use of gamification in ECRIMO could be more suitable for the weakest students. Implications for practice and/or policy Educational technologies should be evidence‐based and should be evaluated with both a passive and an active control group. The design should be carefully considered and tested, as it may be advantageous for some students and disadvantageous for others. The use of digital technology in education can be beneficial for classroom practice, when the activity can be carried out in total autonomy, leaving the teacher available for a group of pupils with specific needs.

The Implementation of Telegram in Reading Class to Improve Students’ Skimming and Scanning Skills

Skimming and scanning are important reading strategies that allow individuals to quickly gather information from written materials. With the advance of digital communication platforms, like Telegram improving students' scanning and skimming skills has become increasingly relevant. While the utilization of technological resources in reading and teaching English has been examined in different settings, there is a need to investigate the potential of Telegram as a specific tool for enhancing skimming and scanning abilities. This research uses both quantitative and qualitative data collection methods. The respondents in the research are 40 English major learners. The protocols to gather the data were questionnaires and interviews. The study suggests that utilizing Telegram can help students to improve their motivation and engagement, which can further enhance the learning process. Exploring the future implications of employing Telegram requires more investigation, especially for skimming as well as scanning development, as well as its incorporation across different age groups and academic contexts. Nonetheless, the results of the research offer insightful information into the integration of digital communication platforms as effective tools for improving reading strategies, paving the way for innovative approaches to enhance literacy skills in the digital era.

Literacy Movement in Indonesian and Spanish Context: A Comparative Case Study

<span lang="EN-US">Literacy movement serves a vital role to support, facilitate, and enhance literacy skills that is crucial to every human being overall development including character, social, and professional development. This comparative study on literacy movement in Indonesia and Spain analyze how these nations promote literacy movement to accelerate students’ literacy skills and how the literacy movement implemented. Likewise, this study adopts a case study in which the data were derieved from observation protocol, document analysis, questionnaies, and interview transcripts. The data analysis revealed that Indonesia through <em>Gerakan Literasi Nasional</em> (GLN) promotes the literacy by creating literacy culture in educational ecosystem start in family, school, and society as a mean of long-life learning to improve life quality whereas the Ministry of Education Culture and Sport in Spain created a program called Act on The Improvement of the Quality of Education (LOMCE in Spanish) to promote and create a literate environment and improve educational result. As it further investigated, the most noticeable comparison between the practice of literacy movement in Indonesia and Spain is on the equality of literacy movement in every region. In Spain, the literacy movement is equally well-established in every region whereas the equality of literacy movement in Indonesia region is still not equal yet. In this matter, the implementation of literacy movement should be supported by qualified educators, appropriate materials, adequate infrastructure, and effective literacy policies in order to effectively promote the students’ literacy skills and development.</span>

The Effectiveness of Serious Games for Enhancing Literacy Skills in Children with Learning Disabilities or Difficulties: A Systematic Review

Serious games (SGs) are often used for learning and cognitive improvement. This systematic review aims to verify the effectiveness of SG in enhancing the reading and writing of children with learning difficulties or disorders. The study was conducted according to the PRISMA 2020 Guidelines. The screening processes led to six relevant articles, all of which were randomized trials with a low risk of bias. The number of SGs developed for children with learning disorders with evidence of efficacy is very small, and they focus on enhancing only some aspects of literacy, leaving out the training of some fundamental skills, such as spelling and text comprehension. Serious games are effective in improving reading and metaphonological skills and in ensuring good engagement and enjoyment. However, poor generalization of progress to untreated skills was reported. The importance of investment in this area of research is highlighted.

Scaffolding & Fading: Enhancing Literacy Skills across a Curriculum to Achieve Mastery

This paper discusses the use of paragraph frames in a formative assessment activity within an introductory sociology course. The paragraph frame scaffolding allows the student to be a more informed and engaged learner in lower level courses and feel success with their introductory summary writing. This self-confidence allows the student to move forward into no longer being reliant upon paragraph frames or others (peers/instructors). The Sociology in the News activity incorporates scaffolding and fading via the use of a similar activity across the curriculum. The use of the paragraph frames focuses on mastery of information literacy, and accommodates student needs through effective instruction (using paragraph frames). This allows for retention, progression, and matriculation of students. The sociology curriculum is discussed via the use of scaffolding and fading based on Vygotsky’s scaffolding concepts within the student’s zone of proximal development, using paragraph frames across a curriculum, using the concept of IRMA level of ability (Introduce, Reinforce, Mastery, and Assessment) in formative assessments. As universities are focusing general education assessment of students, particularly Post-Covid19, information literacy is a skill that is can be assessed using IRMA level of ability. Literacy skills are particularly important in moving the students toward life-long learning and understanding how information is situated from a social situated perspective as well as the production from a scholarly standpoint. Keywords: IRMA Level of Ability, Paragraph Frames, Literacy, Vygotsky, Scaffolding DOI: 10.7176/JEP/14-3-01 Publication date: January 31 st 2023

Effects of health misinformation on misbeliefs: understanding the moderating roles of different types of knowledge

PurposeHealth misinformation poses severe risks to people’s health decisions and outcomes. A great deal of research in this area has focused on debunking misinformation and found limited effects of correctives after misinformation exposure. The research on prebunking strategies has been inadequate. Most has focused on forewarning and enhancing literacy skills and knowledge to recognize misinformation. Part of the reason for the inadequacy could be due to the challenges in conceptualizing and measuring knowledge. This study intends to fill this gap and examines various types of knowledge, including subjective knowledge, cancer literacy, persuasion knowledge and media literacy. This study aims to understand how knowledge may moderate the effect of misinformation exposure on misbeliefs.Design/methodology/approachAn online experiment with a basic experimental design (misinformation exposure: health misinformation vs factual health message) was conducted. The authors measured and tested the moderating role of different types of knowledge (subjective knowledge, cancer literacy, persuasion knowledge and media literacy) separately to improve the understanding of their role in combatting online health misinformation.FindingsThis study found that a higher level of cancer literacy and persuasion knowledge helped people identify misinformation and prevented them from being persuaded by it. A higher level of subjective knowledge, however, reduced the recognition of misinformation, thereby increasing the likelihood of being persuaded by it. Media literacy did not moderate the mediation path.Originality/valueThis study differentiates the role different types of knowledge may have played in moderating the influence of health misinformation. It contributes to a strategic development of interventions that better prepare people against the influence of health misinformation.

Contributions of the Acquired Literacy and Numeracy Education Support (Lanes) Professional Development Skills on Enhancing Literacy Skills to STD I and II Pulils in Tanzania

The study investigated the contribution of learned literacy and numeracy Education Support Programme (LANES) Teacher Professional Skills on Enhancing STD I and II Pupils' Literacy Skills in Tanzania. Andragogy Learning Theory guided the study in order to understand the impact of learned LANES teacher professional skills on enhancing STD I and II pupils' literacy skills specifically the extent to which the learned LANES professional skills enhanced children’s reading and writing competence. The study consisted of 100 pupils from 10 primary schools, 20 Standard I and II teachers, 10 head teachers and 1 District Education Officer. Both qualitative and quantitative approaches were used to generate and analyse the data. The study revealed that LANES training has made a great contribution to improving teaching and learning of literacy skills. Teaching methodology such as interacting with the learner as using instructional aid during lessons as well as perceptions of positive changes in general teaching practices was improved. Moreover, the pupil's performance in reading and writing tasks were good. Averagely, 76% of STD I & II pupils were able to confidently read and write the tasks was given in a specified time. From these findings, the training proved to have a positive contribution and improved pupils’ competence in reading and writing country wise. The study recommends that the government and other agencies should provide regular training to teachers as appropriate measures in updating their skills and knowledge for the improvement of pupils’ literacy skills.

Improving Struggling Readers’ Early Literacy Skills through a Tier 2 Professional Development Program for Rural Classroom Teachers: The Targeted Reading Intervention

This article reports the results of a randomized controlled trial that replicated and extended research on the Targeted Reading Intervention (TRI), a professional development program for kindergarten and first-grade teachers in low-wealth rural schools that helps enhance literacy skills of struggling readers. In weekly webcam coaching sessions, literacy coaches delivered real-time feedback to classroom teachers as they worked one-on-one with struggling readers. Teachers worked with 1 child for 15 minutes a day for 6 to 8 weeks before moving to another struggling reader. Hierarchical linear models replicated previous findings that struggling readers in TRI treatment classrooms showed greater gains in early literacy compared with struggling readers in control classrooms. This study extended previous TRI work by examining whether teachers who received a second year of TRI training produced greater gains for their students compared with their first year. Results showed no advantage of teachers’ 2-year TRI participation.